DOCUMENT RESUME

ED 053 749 LI 002 983

AUTHOR Kaungamno, Ezekiel E.TITLE The Tanganyika Library Service.INSTITUTION African Adult Education Association, Lusaka (Zambia).PUB DATE 71NOTE 25p.; (5 References) ; Paper prepared for the

Conference of the African Adult EducationAssociation (3rd, University of Dar es Salaam,Tanzania, April 19-24, 1971)

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

EDRS Price MF-$0.65 HC-$3.29Books, *Foreign Countries, History, *LibraryServices, *Public Libraries, *Reading Habits, *UseStudies*Tanganyika

The history, services, reading habits, andstatistics are given for the Tanganyika public libraries. Theconclusions of the study were that most Africans tend to read forutilitarian purposes and not for recreation or self-development, thatthere is little spare time for reading, the subject matter in booksreflects European civilization, and more research is required to findout who reads what and why. (AB)

1U.S. DEPARTMENT OF HEALTH. EDUCATION

& WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT POINTS OFVIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

(4f

:.THE TANGANYIKA LIBRARY SERVICEf).

Ezekiel E.. Kaungamno9 BA., MLS.1Ag. Director,Tanganyika Library Service,P.O. Box 9283,Dar es Salaam.

'AN OR OPINIONS STATED DO NO1 NECESSARILY REPRESENT OFFICIAL

OFFICE OF E DUCATION POSITION OR POLICY

df

Third 'ConferenceOf the

THE TANGANYIKA LIBRARY SERVICE,

by Ezekiel E. Kaungamno, BA., MLS.Ag. Director,Tanganyika Library Service,P.O. Box 92839Dar es Salaam.

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AFRICAN ADULT EDUCATION ASSOCIATION)cez00 April 19".24 1971A. /-utSakci. CZar-nb)

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University of Dar es Salaam D TANZANIA

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THE TANGANYIKA LIBRARY SERVICE

a public library should not just be aplace where books can be borrowed. It must be acentre for much wider educational and cultural activity.A library should be one of the centres for adulteducation work of all kinds - varying from the promotionof the desire for literacy by stony telling and discussionto the erudite lectures of visitirg professors."

- From the speech by President MwalimuJulius K. Nyerere at the opening ofthe Central Library, Dar es Salaam,December 9th, 1967.

History

The establishment of a nation-wide library system wasone of the projects which were given a top priority fromthe time Tanganyika (as it was then called) becameindependent in 1961.

In 1960, Mr. Sidney Hockey was appointed by theBritish Council as Libraries Organiser for the governmentsof East Africa - Kenya, Uganda, Tanganyika and Zanzibar.His recommendations were that each territory should consider"the establishment of a central free public library service..... which will integrate all existing public libraryservices and eventually be responsible for the administrationof such services for the whole country". The now famousHockey Report thus became the genesis for the formation ofthe Tanganyika Library Service which later became independentof the East African Literature Bureau.

However it was not until November 1963 when theTanganyika Library Services Board Act was established.The Act empowers the Board, which consists of ten members,"to promote, establish, equip9 manage, maintain and developlibraries in Tanzania mainland." During the same year9Mr. E.M. Broome was appointed the first Director of theTanganyika Library Service until October 1970.

Since its establishment the Board has been concernedwith the distribution of books to every part of the country.This has been no small task. The Board is quite consciousof the many problems which have to be considered in planningand developing an efficient library service for all people.Tanzania is a poor country. The mainland is over 883,580 sq.kilometres with about 96% of its 12,000,000 people sparsely

THE TANGANYIKA LIBRARY SERVICE

a public library should not just be aplace where books can be borrowed. It must be acentre for much wider educational and cultural activity.A library should be one of the centres for adulteducation work of all kinds - varying from the promotionof the desire for literacy by story telling and discussionto the erudite lectures of visiting professors."

- From the speech by President MwalimuJulius K. Nyerere at the opening ofthe Central Library, Dar es Salaam,December 9th, 1967.

History

The establishment of a nation-wide library system wasone of the projects which were given a top priority fromthe time Tanganyika (as it was then called) becameindependent in 1961.

In 1960, Mr. Sidney Hockey was appointed by theBritish Council as Libraries Organiser for the governmentsof East Africa - Kenya, Uganda, Tanganyika and Zanzibar.His recommendations were that each territory should consider"the establishment of a central free public library service

which will integrate all existing public libraryservices and eventually be responsible for the administrationof such services for the whole country". The now famousHockey Report thus became the genesis for the formation ofthe Tanganyika Library Service which later became independentof the East African Literature Bureau.

However it was not until November 1963 when theTanganyika Library Services Board Act was established.The Act empowers the Board, which consists of ten members,"to promote, establish, equip, manage, maintain and developlibraries in Tanzania mainland." During the same year,Mr. E.M. Broome was appointed the first Director of theTanganyika Library Service until October 1970.

Since its establishment the Board has been concernedwith the distribution of books to every part of the country.This has been no small task. The Board is quite consciousof the many problems which have to be considered in planningand developing an efficient library service for all people.Tanzania is a poor country. The mainland is over 883,580 sq.kilometres with about 96% of its 12,000,000 people sparselydistributed in rural areas where communications are verypoor. Probably about 80% of these rural people are illiterate.As Mr. G. Cunningham, former Principal of Kivukoni College,Dar es Salaam has rightly pointed out, libraries areconfronted with a dilemma of sizeable proportions, which

is that the vast majority of the population cannot takeadvantage\ of the services because they are totally illiterate,and the majority of the so-called educated have only a verylow-level of reading skill and therefore require a veryspecial library service and for that matter a very veryspecial publication service".

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Conscious of numerous problems, some of which havejust been outlined, the Board is presently giving thefollowing services:

Urban library service

There is a National Central Library in Dar es Salaam,which is the headquarters of a nation-wide library service.It has a fully organised public reference and lendingservice for both adults and children, a central bookprocessing and supply unit as well as a central advisoryservice. There are branch libraries in Arusha, Bukoba,Iringa, Kibaha, Korogwe, Moshi, Mwanza and Tanga. Underthe current five year development plan (1969-74) it ishoped to build new libraries Morogoro, Mbeya, Tabora andMtwara.

Rural Library Service

With the Government's emphasis on the provision ofmore social amenities to rural areas, the Tanganyika LibraryService intends to build village libraries wherever it isfeasible and to complement them with mobile libraries.

Mobile libraries

On 8th December, 1970 two Unimog Mercedes-Benz mobilelibraries were presented to the Tanzania Government by theFederal Republic of Germany to be used by the TanganyikaLibrary Service for the expansion of its rural servicesprogramme. The Minister for National Education, the Hon. Mr.C.Y. Mgonja, M.P. received the two mobile libraries onbehalf of the Tanzania Government. One mobile is stationedat Mwanza and another at Tanga. The Tanganyika LibraryService has now 3 rural mobile libraries including the oneat Kibaha.

Postal library service

For those people who live in places without libraryfacilities on mainland Tanzania, they can get books by mail.The service is free in that postage for books both waysis paid for by the Tanganyika Library Service and the readerhas only to pay a deposit of Shs.10/- for each book borrowed.This money is refunded to him if he ceases to use the serviceor if he moves to a place where there are library facilities.The Tanganyika Library Service took over the postal libraryservice from the East African Literature Bureau whichoperated this service as far back as the early 1950's.

The Book Box Exchange Service

The Tanganyika Library Service offers a collection

Conscious of numerous problems, some of which havejust been outlined, the Board is presently giving thefollowing services:

Urban library service

There is a National Central Library in Dar es Salaam,which is the headquarters of a nation wide library service.It has a fully organised public reference and lendingservice for both adults and children, a central bookprocessing and supply unit as well as a central advisoryservice. There are branch libraries in Arusha, Bukoba,Iringa, Kibaha, Korogwe, Moshi, Mwanza and Tanga. Underthe current five year development plan (1969-74) it ishoped to build new libraries Morogoro, Mbeya, Tabora andMtwara.

Rural Library Service

With the Government's emphasis on the provision ofmore social amenities to rural areas, the Tanganyika LibraryService intends to build village libraries wherever it isfeasible and to complement them with mobile libraries.

Mobile libraries

On 8th December, 1970 two Unimog Mercedes-Benz mobilelibraries were presented to the Tanzania Government by theFederal Republic of Germany to be used by the TanganyikaLibrary Service for the expansion of its rural servicesprogramme. The Minister for National Education, the Hon. Mr.C.Y. Mgonja, M.P. received the two mobile libraries onbehalf of the Tanzania Government. One mobile is stationedat Mwanza and another at Tanga. The Tanganyika LibraryService has now 3 rural mobile libraries including the oneat Kibaha.

Postal library service

For those people who live in places without libraryfacilities on mainland Tanzania, they can get books by mail.The service is free in that postage for books both waysis paid for by the Tanganyika Library Service and the readerhas only to pay a deposit of Shs.10/- for each book borrowed.This money is refunded to him if he ceases to use the serviceor if he moves to a place where there are library facilities.The Tanganyika Library Service took over the postal libraryservice from the East African Literature Bureau whichoperated this service as far back as the early 1950's.

The Book Box Exchange Service

The Tanganyika Library Service offers a collection ofbooks on loan to villages and institutions such as communitycentres, prisons and clubs which do not have library facilities.Formerly there was a charge of one shilling for each book butnow the service is offered free of charge. The centre isrequired to exchange its collection once every year and theTanganyika Library Service pays transport charges for oneexchange every year. Like the postal library service, thebook box exchange service was taken over from the Eas'African Literature Burear.

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- 3 -Joint school/public libraries.

The Kibaha branch library already caters for adultsand students. The Tanganyika Library Service hascooperated closely with the Ministry of National Educationon the production of a satisfactory design for buildingsto house libraries which can serve both the public andsecondary school students. Actual plans have been agreedfor libraries at Njombe (m4d-1971) and Tarime (completionDecember 1972) and work is proceeding on the design ofsimilar libraries at Sengerema (completion December 1971),Bagamoyo and Songea (completion December 1972).

Books for the District Education Officers (Adult Education)

In his 1970 New Year Message, President Mwalimu JuliusX. Nyerere declared 1970 to be Adult Education Year. InAugust 1970, the Tanganyika Library Service sent the firstbatch of 100 books, consisting mainly of Swahili and simplereaders, to each of the 60 District Education Officers(Adult Education). The second batch of 150 books wasdespatched in February, 1971 to each of the 60 districts,making a total of 15,000 books. Further arrangements havealready been made with the Ministry of National Educationto supply an additional batch of 18,000 books to the 60District Education Officers (A.E.) by May 1971, making atotal of 33,000 books.

Books for the six districts

As a result of the President's New Year Messageconcerning the total eradication of illiteracy by 9thDecember, 1971 in Ukerewe, Pare, Kilimanjaro, Mafia, Masasi,and Dar es Salaam, the Tanganyika Library Service has alreadysurveyed the Ukerewe Island and books are being distributedto the residents of the island using the Mwanza based rurallibrary mobile. Furthermore it has re-emphasised thePresident's call for rural people to make use of the BookBox Exchange scheme in borrowing books and it has beendecided, as pointed out earlier, to abolish the deposit ofone shilling for each book . With the removal of such adeposit, which apparently appeared to be a deterrent, itis hoped that people, especially those living in ujamaavillages, will be more willing to borrow books.

READING HABITS

The Tanganyika Library Service has been, as pointed outearlier, recently established. In order to make meaningfulfuture plans for the service the organisation is trying tofind outs

a) who are the library users?

Joint schoolJpublic libraries.

The Kibaha branch library already caters for adultsand students. The Tanganyika Library Service hascooperated closely with the Ministry of National Educationon the production of a satisfactory design for buildingsto house libraries which can serve both the public andsecondary school students. Actual plans have been agreedfor libraries at Njornbe (mid-1971) and Tarime (completionDecember 1972) and work is proceeding on the design ofsimilar libraries at Sengerema (completion December 1971),Bagamoyo and Songea (completion December 1972).

Books for the District Education Officers (Adult Education)

In his 1970 New Year Message, President Mwalimu JuliusK. Nyerere declared 1970 to be Adult Education Year. InAugust 1970, the Tanganyika Library Service sent the firstbatch of 100 books, consisting mainly of Swahili and simplereaders, to each of the 6o District Education Officers(Adult Education). The second batch of 150 books wasdespatched in February, 1971 to each of the 60 districts,making a total of 15,000 books. Further arrangements havealready been made with the Ministry of National Educationto supply an additional batch of 18,000 books to the 6oDistrict Education Officers (A.E.) by May 1971, making atotal of 33,000 books.

Books for the six districts

As a result of the President's New Year Messageconcerning the total eradication of illiteracy by 9thDecember, 1971 in Ukerewe, Pare, Kilimanjaro, Mafia, Masasi,and Dar es Salaam, the Tanganyika Library Service has alreadysurveyed the Ukerewe Island and books are being distributedto the residents of the island using the Mwanza based rurallibrary mobile. Furthermore it has re-emphasised thePresident's call for rural people to make use of the BookBox Exchange scheme in borrowing books and it has beendecided, as pointed out earlier, to abolish the deposit ofone shilling for each book . With the removal of such adeposit, which apparently appeared to be a deterrent, itis hoped that people, especially those living in ujamaavillages, will be more willing to borrow books.

READING HABITS

The Tanganyika Library Service has been, as pointed outearlier, recently established. In order to make meaningfulfuture plans for the service the organisation is trying tofind out:

a) who are the library users?b) how much do they use the library and for

what purpose?

M(c) what do they read?what influences their choice of books?

These are the questions which Mr. F.M. Gardner, aneminent British librarian, recommended for investigation toan Unesco team which was appointed to survey and assess theDelhi Public Library in 1955. The questions are just asrelevant to Tanzania today as they were to India 16 years ago.

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Since the Tanganyika Library Service was established in1963 three major reader surveys have been made - the firstone in 1966, the second in August 1969 and the third inNovember 1969. All the surveys were conducted by theTanganyika Library Service except the third one which wascarried out as part of a much wider survey of Language Useand Language Teaching in Tanzania. The third researchwas under the auspices of the University of East Africatogether with the University of Ethiopia. Since the lastsurvey falls out of my province I will only discuss indetail the other two.

The 1966 suraftx

The survey was conducted in a form of a questionnairewhich was completed at random by 10% of all registered adultreaders who used the Dar es Salaam Pilot Library. The kindof questions asked are shown in Appendix 1.

Reading habits of adults

Statistics regarding adult readers were split up intothree main groups. Group A analysed readers according toage, sex, race, occupation, language (whether mother tongueor not and education). Group B of the statistics tried tofind out from readers:

(a the purpose for which they visited the library,b how they found the books in the library,c) why they read books,d) whether or not they found an adequate number

of books in the library to interest them, and(e) their subject interests.

Group C of the statistics grouped readers according to wherethey lived.

Findings

Group A.

Division according to age:46% of the readers were between ages 25 to 44 followed

by those between ages 18 to 24, who formed 35% of the wholelot. Those under 18 years of age and 45 years and overcomprised 32% and 29% respectively. Most of the Europeanand Asian readers (70% and 51% respectively) were betweenthe ages 25 to 44 while 62% of the African readers werebetween 18 and 24 years.

Division according to sex.By far the largest number of readers were males,

grouped racially as follows: African: 92% male 8% female;and Asians: 66% male 34% female. However of the Europeanreaders 54% were female and 46% male.

Since the Tanganyika Library Service was established in1963 three major reader surveys have been made - the firstone in 1966, the second in August 1969 and the third inNovember 1969. All the surveys were conducted by theTanganyika Library Service except the third one which wascarried out as part of a much wider survey of Language Useand Language Teaching in Tanzania. The third researchwas under the auspices of the University of East Africatogether with the University of Ethiopia. Since the lastsurvey fall- out of my province I will only discuss indetail the other two.

The 1966 survey

The survey was conducted in a form of a questionnairewhich was completed at random by 10% of all registered adultreaders who used the Dar es Salaam Pilot Library. The kindof questions asked are shown in Appendix I.

Reading habits of adults

Statistics regarding adult readers were split up intothree main groups. Group A analysed readers according toage, sex, races occupation, language (whether mother tongueor not)and education). Group B of the statistics tried tofind out from readers:

a the purpose for which they visited the library,b how they found the books in the library,c why they read books,d) whether or not they found an adequate number

of books in the library to interest them, and(e) their subject interests.

Group C of the statistics grouped readers according to wherethey lived.

Findings

Group A.

Division according to age:46% of the readers were between ages 25 to 44 followed

by those between ages 18 to 24, who formed 35% of the wholelot. Those under 18 years of age and 45 years and overcomprised 32% and 29% respectively. Most of the Europeanand Asian readers (70% and 51% respectively) were betweenthe ages 25 to 44 while 62% of the African readers werebetween 18 and 24 years.

Division according to sex.By far the largest number of readers were males,

grouped racially as follows: African: 92% male 8% female;and Asians: 66% male 34% female. However of the Europeanreaders 54% were female and 46% male.

Division according to racial background.Among the readers who completed the questionnaire 42%

were Asians, 30% Europeans and 28% African.

Division accordin: to occu ation.Occupations were classified into unskilled (manual etc.),

skilled (artisan, craftsman, etc.), semi-professional(clerical, etc.) and professional (executive rank, etc.).A high proportion of the readers were drawn from professionaland semi-professional classes with a very small number comingfrom unskilled and manual workers. The largest number wasmade up of full time students, mostly Asians, followed by thatof housewives, mostly Europeans. There was no Africanhousewife.

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Division according to mother tongueMost of the readers were English speaking followed by

an almost equal number of Gujerati and Swahili speakingpeople.

Division according to other languages.Most of the readers read English and almost half the

number read Swahili.

Division accordin to EducationThe largest number of library users were those with

secondary education up to Form IV. 56% of these wereAfricans, 42% Asians and only 3% Europeans. The nextlargest group was made up of University students or graduateswith the following percentage breakdown: 60% European, 33%Asian and 7% African. Readers with Form V and VI were thenext group with Europeans forming 32%, Asians 22% and Africans160. Readers with primary education formed a very small group.

As regards further education, a large number of readerswere pursuing correspondence courses, followed by that ofTechnical College students and adult education classes inthat order.

Group B

Division according to ur ose of visitin the librar292 of the readers visited the library to borrow books,

89 used books for reference only, 59 read newspapers, 52read magazines and 41 read books in the library. Only 26studied their own books in the library.

45% of the African readers borrowed books, 13% readbooks in the library, 13% read magazines, 13% read newspapers,11% used books for reference and 5% studied their own books.

Of the Asian readers, 45% borrowed books, 20% used booksfor reference, 12% read newspapers, 9% read magazines, 7% readbooks in the library and 7% studied their own books.

In contrast to the African and Asian readers 75% of theEuropean readers borrowed books, 14% used books for reference,only 5c,, read magazines or newspapers and a negligible amountread the books in the library or studied their own books.

Division according to how readers found books they wanted.The largest number of readers went straight to the shelves,

many consulted the catalogues first and almost an equalnumber asked the library staff for help.

56% of Africans looked on shelves, 23% asked librarystaff for help, 12% looked in catalogues, 5% asked friendsfor help, 4% did not reply to the question.

60% of the Asian readers looked on shelves,, 21% looked

Division according to mother tongueMost of the readers were English speaking followed by

an almost equal number of Gu.ierati and Swahili speakingpeople.

Division according to other languages.1.lost of the readers read English and almost half the

number read Swahili.

Division accordin t 0 EducationThe largest number of library users were those with

secondary education up to Form IV. 56% of these wereAfricans, 42% Asians and only 3% Europeans. The nextlargest group was made up of University students or graduateswith the following percentage breakdown: 60% European, 33%Asian and 7% African. Readers with Form V and VI were thenext group with Europeans forming 32%, Asians 22% and Africans16%. Readers with primary education formed a very small group.

As regards further education, a large number of readerswere pursuing correspondence courses, followed by that ofTechnical College students and adult education classes inthat order.

Group E

Division accordin: to pur ose of visitin: the librar292 of the readers visited the library to borrow books,

89 used books for reference only 59 read newspapers, 52read magazines and 41 read books in the library. Only 26studied their own books in the library.

45% of the African readers borrowed books, 13% readbooks in the library, 13% read magazines, 13% read newspapers,11% used books for reference and 5% studied their own books.

Of the Asian readers, 45% borrowed books, 20% used booksfor reference, 12% read newspapers, 9% read magazines, 7% readbooks in the library and 7% studied their own books.

In contrast to the African and Asian readers 75% of theEuropean readers borrowed books, 14% used books for reference,only 55'. read magazines or newspapers and a negligible amountread the books in the library or studied their own books.

Division according to how readers found books they wanted.The largest number of readers went straight to the shelves,

many consulted the catalogues first and almost an equalnumber asked the library staff for help.

56% of Africans looked on shelves, 23% asked librarystaff for help, 12% looked in catalogues, 5% asked friendsfor help, 4% did not reply to the question.

60% of the Asian readers looked on shelves, 21% lookedin the catalogues, 11% asked library staff for help, 6% askedfriends for help, 2% did not reply.

Of the European readers, 66% looked on the shelves, 22%looked in the catalogues, 10% asked library staff for help,1% asked friends for help and 1% did not reply.

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- 6 -Division accordin to wh readers read books.Most readers read books for pleasure. The next largest

number of readers pursued private studies, followed by thosewho read books in connection with their work. A small groupread books related to school work.

35% of African readers read to help themselves withprivate studies, 23% for pleasure, 23% in connection withtheir work and 13% in relation to school work, and 5% readfor other reasons. 1% did not reply.

48% of the Asian readers read for pleasure, 18% forprivate studies, 16% in connection with their work, 14% inrelation to school work, 3% for other reasons, 1% did not reply.

79% of the European readers read for pleasure, 10% inconnection with their work, 5% for private studies, 1% inrelation to school work, 4% for other reasons and 1% didnot reply.

Division accordin to whether or not readers found anadequate number of books of interest to them.Most readers indicated that usually they found an

adequate number of books, many said that sometimes they foundan adequate number of books, while almost an equal number saidthat they always found an adequate number of books. A smallnumber of readers said that they rarely found an adequatenumber of books they wanted.

Group C

Most readers indicated that they lived in the centralarea of Dar es Salaam, Upanga, Oyster Bay, Kariakoo andMagomeni.

The 1969 survey

In 1969 another survey was conducted to find what kindsof books readers were interested in. Unlike in 1966, whenthe Pilot Library was in an unsuitable, old building, the newCentral Library had moved into new, very magnificentpurpose-built accommodation.

The survey was intended to find out what books onvarious subjects were borrowed by Africans, Asians and3uropeans. A one-day subject by subject count of booksavailable on the shelves of the adult lending library wascarried out. The subject breakdown was based on the DeweyDecimal Classification as shown in Appendix II. Thefindings were expected to reveal subject areas of heavy

r.a whi ah

Division according to wh readers read books.Most readers read books for pleasure. The next largest

number of readers pursued private studies, followed by thosewho read books in connection with their work. A small groupread books related to school work.

35% of African readers read to help themselves withprivate studies, 23% for pleasure, 23% in connection withtheir work and 13% in relation to school work, and 5% readfor other reasons. 1% did not reply.

48% of the Asian readers read for pleasure, 18% forprivate studies, 16% in connection with their work, 14% inrelation to school work, 3% for other reasons, 1% did not reply.

79% of the European readers read for pleasure, 10% inconnection with their work, 5% for private studies, 1% inrelation to school work, 4% for other reasons and 1% didnot reply.

Division according to whether or not readers found anade uate number of books of interest to them.Most readers indicated that usually they found an

adequate number of books, many said that sometimes they foundan adequate number of books, while almost an equal number saidthat they always found an adequate number of books. A smallnumber of readers said that they rarely found an adequatenumber of books they wanted.

Group C

Most readers indicated that they lived in the centralarea of Dar es Salaam, Upanga, Oyster Bay, Kariakoo andMagomeni.

The 1969 survey

In 1969 another survey was conducted to find what kindsof books readers were interested in Unlike in 1966, whenthe Pilot Library was in an unsuitable, old building, the newCentral Library had moved into new, very magnificentpurpose-built accommodation.

The survey was intended to find out what books onvarious subjects were borrowed by Africans, Asians and3uropeans. A one-day subject by subject count of booksavailable on the shelves of the adult lending library wascarried out. The subject breakdown was based on the DeweyDecimal Classification as shown in Appendix II. Thefindings were expected to reveal subject areas of heavydemand and to show any examples of stock imbalance whichcould be remedied. The racial breakdown was essential inthe interests of long-term planning.

A. Reading interests of adults

Non-fiction booksOf the total Adult Lending bookstock of 23,210 non-

fiction, 4,083 were borrowed and 19,127 were on the shelves.Thus 17.6% of the books were on loan.

A racial analysis of books on issue indicated thefollowing percentage of readers: Africans 56%; Asians 28%;Europeans 14% and 2% non known.

It is important to note that unlike in 1966, the Africanreadership had increased remarkably and that of Europeans haddeclined. The African readership was twice that of Asiansand four times that of Europeans.

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- 7 -A statistical subject analysis of the books borrowed

by Africans, Asians and Europeans is indicated in Appendix III.It is interesting to note that most of the books on loan wereon languages (400), followed by those on philosophy (100),natural sciences (500) and applied sciences (600). Theleast popular books were on literature (800), history,geography and biographies (900) and religion (200).

Swahili books50% of the Swahili books were borrowed. However, it

should be borne in mind that there are comparatively veryfew Swahili titles available in the market - only about 500titles in all. Many readers of Swahili books have indicatedthat the published material is too simple and elementary.The popularity of such titles as Uhuru na Umoja by PresidentNyerere and Mkiki Mkiki wa Siasa Tanzania by Barongo wouldappear to support the fact that people are interested inreading more advanced Swahili books.

FictionA count of fiction books borrowed indicated that 45%

were borrowed by Europeans, 33% by Asians, and 21% byAfricans. 1% of the readers was not known.

While reading the statistics it is important toremember that according to the 1967 census 269,588 peoplelived in Dar es Salaam, among them 88,462 were males and42,314 females who could read and write. 599592 males and78,337 females could not read and write. At present thereare over 275,000 people living in Dar es Salaam and byMarch 1971, 139353 were registered members of the NationalCentral Library, compared with 10,339 in March 1970.

CONCLUSION

What do all the statistics mean? The roader surveysfor adults appear to confirm findings which have alreadybeen made in Ghana.

Mr. R.C. Benge, a well known British librarian, in hisstudy of reading habits in Ghana appears to have confirmedthe widely held notion that most Africans tend to read forutilitarian purposes and not for recreation or self-development. A very small number, if any, read imaginativeliterature. He found, for example, that practical manuals andtextbooks which provided technical knowledge and new skillswere the main essential reading matter. He observed thatsome African library assistants were not impressed by theEuropean ladies who read mainly novels and biographies.They concluded that they could afford to read such booksbecause in the absence of household chores there was nothing

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A statistical subject analysis of the books borrowedby Africans, Asians and Europeans is indicated in Appendix III.It is interesting to note that most of the books on loan wereon languages (400), followed by those on philosophy (100),natural sciences (500) and applied sciences (600). Theleast popular books were on literature (800), history,geography and biographies (900) and religion (200).

Swahili books-5-F0 of the Swahili books were borrowed. However, it

should be borne in mind that there are comparatively veryfew Swahili titles available in the market - only about 500titles in all. Many readers of Swahili books have indicatedthat the published material is too simple and elementary.The popularity of such titles as Uhuru na Umoja by PresidentNyerere and Mkiki Mkiki wa Siasa Tanzania by Barongo wouldappear to support the fact that people are interested inreading more advanced Swahili books.

FictionA count of fiction books borrowed indicated that 45%

were borrowed by Europeans, 33cL by Asians, and 21% byAfricans. 1% of the readers was not known.

While reading the statistics it is important toremember that according to the 1967 census 269,588 peoplelived in Dar es Salaam, among them 88,462 were males and42,314 females who could read and write. 59,592 males and78,337 females could not read and write. At present thereare over 275,000 people living in Dar es Salaam and byMarch 1971, 13,353 were registered members of the NationalCentral Library, compared with 10,339 in March 1970.

CONCLUSION

What do all the statistics mean? The reader surveysfor adults appear to confirm findings which have alreadybeen made in Ghana.

Mr. R.C. Benge, a well known British librarian, in hisstudy of reading habits in Ghana appears to have confirmedthe widely held notion that most Africans tend to read forutilitarian purposes and not for recreation or self-development. A very small number, if any, read imaginativeliterature. He found, for example, that practical manuals andtextbooks which provided technical knowledge and new skillswere the main essential reading matter. He observed thatsome African library assistants were not impressed by theEuropean ladies who read mainly novels and biographies.They concluded that they could afford to read such booksbecause in the absence of household chores there was nothingelse to do.

Very few novels were read by Africans because they werein English, a foreign language, and the ones which were readhad many words underlined by readers who undoubtedly wereinterested in improving their English.

Spare time reading for most Africans was impossiblepartly because of lack of privacy on account of the "extendedfamilies" and partly because of household labours which theywere expected to perform. A tropical climate seemed also tobe one of the discouraging factors.

168/

- 8 -

The African social factors just outlined requirethat libraries for Africans should have large readingrooms for study purposes. Mr. Benge recalls that in theWest Indies many young people studied for their examinationsat night by reading at the foot of the public lamp posts.

The reading pattern of Africans is also very muchinfluenced by the fact that most of the books have subjectmatter which is alien and which reflects a Europeancivilization. The popularity of novels by African writerssuch as "Things fall apart" by Achebe and "The African" byConton, to mention only a few of them, in West and EastAfrica indicates that Africans are interested in readingbooks dealing with the social and cultural background ofAfrica.

These few observations suggest that more and moreresearch should be conducted to find out who reads whatand why. Only by doing so can librarians and adulteducators provide the right reading material for the rightpeople.

E.E. Kaungamno,Ag. Director of Library Services.

Dar es Salaam20th April, 1971.

References

1. Hockey, S.W. Development of Library Services in EastAfrica: a report submitted to the Governmentsof East Africa. December 1960 (1964).

2. The Tanganyika Library Services Board Act No.39 of 1963

3. Cunningham, G. On books, libraries and development.Supplement to Someni No. 8 1970. TheTanzania Library Association: Papers

The African social factors just outlined requirethat libraries for Africans should have large readingrooms for study purposes. Mr. Benge recalls that in theWest Indies many young people studied for their examinationsat night by reading at the foot of the public lamp posts.

The reading pattern of Africans is also very muchinfluenced by the fact that most of the books have subjectmatter which is alien and which reflects a Europeancivilization. The popularity of novels by African writerssuch as "Things fall apart" by Achebe and "The African" byConton, to mention only a few of them, in West and EastAfrica indicates that Africans are interested in readingbooks dealing with the social and cultural background ofAfrica.

These few observations suggest that more and moreresearch should be conducted to find out who reads whatand why. Only by doing so can librarians and adulteducators provide the right reading material for the rightpeople.

E.E. Kaungamno,Ag. Director of Library Services.

Dar es Salaam20th April, 1971.

References

1. Hockey, S.W. Development of Library Services in EastAfrica: a report submitted to the Governmentsof East Africa. December 1960 (1964).

2. The Tanganyika Library Services Board Act No.39 of 1963

3. Cunningham, G. On books, libraries and development.Supplement to Someni No. 8 1970. TheTanzania Library Association: Paperspresented at the Third Weekend Conferenceon PLANNING FOR THE FUTURE: THE ROLE OFLIBRARIES AND LIBRARIANS - at the NationalCentral Library, Dar es Salaam. Saturday29th November - Sunday, 30th November, 1969.

4. Gardner, F.M. Survey and assessment of the Delhi PublicLibrary: Study Paper for the guidance ofthe Investigating team, UNESCO, March 1955.

5. Benge, R.C. Some notes on reading in Ghana. TheLibrary World Vol. LXIV No. 752 February1963.

18

19

TANGANYIKA LIBRARY SERVICEP.O. BOX 9283,Dar es Salaam.Telephone Dsm. 26121/2

Dear Reader,

Appendix I.

SURVEY OF LIBRARY READERS

We ask your co-operation in completing this questionnaire.The results, which will be treated as confidential, will be usedto assist the staff in book selection, in planning the layout ofthe new library for Dar es Salaam, and in their efforts to giveyou the best possible service.

Yours sincerely,

DIRECTOR OF LIBRARY SERVICES

Please answer each question by placing an 'XI in the appropriatespace.

Section A.

uestion No. 1 Age of Reader

(a) Under 18

1 (b) 18 to 24

1 (c) 25 to 44

(d) 45 and over

Question 2. Sex

(a) male

(b) female

Question 3 Racial Background

(a) African

(b) Asian

(c) European

(d) other, (pleasespecify

Question 4 Occupation

(a) unemployed

(b) housewife

(c) full-time student

(d) other (please specify)

Question 5 Mother Tongue!Question 6 Other languages

fmaaaanaxEa9A_

(a) Swahili (a) Swahili

TANGANYILA LIBRARY SERVICEP.O. DON 9283,Dar es Salaam.Telephone Dsm. 26121/2

Dear Reader,

SUI:VEY OF LIBRARI 1.:EAD.12.;RS

We ask your co-operation in completing this questionnaire.The results, which will be treated as confidential, will be usedto assist the staff in book selection, in planning the layout ofthe new library for Dar es Salaam, and in their efforts to giveyou the best possible service.

Yours sincerely,

DIRECTOR OF LIBRARY SERVICES

Please answer each question by placing an 'Xt in the appropriate

Section A.

Question No. 1 Age of Reader (Question 2. Sex

t (a) Under 18 (a) male

(b) 18 to 24 (b) female

(c) 25 to 44

I(d) 45 and over

Question 3 Racial Background Question 4 Occupation

(a) African (a) unemployed_11

(b) Asian (b) housewife

( c ) European (c) full-time student

(d) other, (please (d) other (please specify)specify

Question 5 Mother Tongueguestion 6 Other languages

frequently read

(a) Swahili (a) Swahili

(b) Gujerati (b) Gujerati

(c) English (c) English

(d) French (d) French

(e) other (pleasespecify)

(e) other (please specify)

Question 7 Education Question 8 Further Education

I (a) Primary only (a) Technical college

(b) Secondary up to (b) Adult education classesForm IV

(c) Sec. Form V to VI (c) Correspondence courses

(d) University orequivalent

(d) other (please specify

21

- 2 --

Please answer each question by placing an 'X' in the appropriatespace.

Section. BQuestion 1 Do you visit the Question 2. How do you find the

Library to: books you want

(a) borrow books

(b) read books in thelibrary

(c) use books forreference

(d) study your ownbooks.

read newspapers

read magazines

(a) look on the shelves

(b) ask the library stafffor help

(c) ask a friend for hlep

(d) look in the catalogue

Question 4 Can you find an adequateQuestion 3 Do you read books number of books in the library to

interest you.(a) to help you in

school work(b) to help you with

private studies(c) to help you with

your work.(d) for pleasure

(e) for other reasonsplease specify

(a) always

(b) usually

I(c) sometimes

(d) rarely

Section C

In what part of Dar es Salaam

I(a) Central area

1 b Buguruni

o you live?

1 Mgulani

(k) Msimbazi

- 2 -

Please answer each question by placing anspace.

Section DQuestion 1 Do you visit the

Library to

(a) borrow books

(b) read books in thelibrary

(c) use books forreference

i (d) study your ownbooks.

(e) read newspapers

I(f) read magazines

Ix, in the appropriate

.Question 2. How do you find thebooks you want

1 (a) look on the shelves

1 (b) ask the library staff1 for help

(c) ask a friend for hlep

(d) look in the catalogue

Question 4 Can you find an adequateal19s-ti...onD°°1'eaAbocks number of books in the library to

interest you.(a) to help you in

I

1 school work L_) (a) always! (b) to help you with

I

private studies 1 (b) usually(c) to help you with 1

your work. (c) sometimes(d) for pleasure

1

(d) rarely

Section

In what

(e) for other reasonsplease specify

C

of Dar es Salaam do you live?part

(a) Central area (j) Mgulani

(b) Duguruni (i) Msimbazi

(c) Changtombe (1) Mtoni

(d) Ilala (in) Ocean Road

(e) Kariakoo 1 (n) Oyster Bay.1

(f) Keko 1 (o) Regent Estate

(g) ICinondoni (p) Temeke11

(h) Kurasini (q) Upanga

(i) Magomeni (r) Other (please specify)

23

THE TANGANYIKA LIBRARY SERVICE

The Dewey Decimal Classification System

000 General Works010 Bibliography020 Library science030 General encyclopedias040 General collected essays050 General periodicals060 General societies,

museums070 Journalism, newspapers080 Polygraphy, general

collections090 Rare books100 Philosophy110 Metaphysics120 Special metaphysical

topics130 Mind and body140 Philosophical systems150 Psychology160 Logic170 Ethics180 Ancient and medieval

philosophy190 Modern philosophy200 Religion210 Natural theology220 Bible230 Doctrinal theology240 Devotional literature250 Homiletics260 The church270 Church history280 Denominations290 Non-Christian religions300 Social sciences310 Statistics320 Political science330 Economics340 Law350 .Administration360 Associations and

institutionsEducation

Appendix II

500 Pure science (natural sciences)510 Mathematics520 Astronomy530 Physics540 Chemistry550 Geology560 Paleontology570 Biology, anthropology580 Botany590 Zoology600 Useful arts (applied sciences)610 Medicine620 Engineering630 Agriculture640 Home economics650 Communication, business660 Chemical technology670 Manufactures680 Trades690 Building700 Fine arts, amusements710 Landscape gardening720 Architecture730 Sculpture740 Drawing, decoration, design750 Painting760 Engraving770 Photography780 Music790 Amusements800 Literature810 American820 English830 German840 French850 Italian860 Spanish, Portuguese870 Latin880 Greek890 Other literatures900 History910 Geography, description and

travel

THE TANGANYIKA LIBRARY SERVICE

The Dewey Decimal Classification System

000 General Works010 Bibliography020 Library science030 General encyclopedias040 General collected essays050 General periodicals060 General societies,

museums070 Journalism, newspapers080 Polygraphy, general

collections090 Rare books100 Philosophy110 Metaphysics120 Special metaphysical

topics130 Mind and body140 Philosophical systems150 Psychology160 Logic170 Ethics180 Ancient and medieval

philosophy190 Modern philosophy200 Religion210 Natural theology220 Bible230 Doctrinal theology240 Devotional literature250 Homiletics260 The church270 Church history280 Denominations290 Non-Christian religions300 Social sciences310 Statistics320 Political science330 Economics340 Law350 .Administration360 Associations and

institutions370 Education380 Commerce, communication390 Manners and customs400 Philology (languages)410 Comparative philology420 English430 German440 French450 Italian460 Spanish, Portuguese470 Latin480 Greek490 Other languages

Appendix II

500 Pure science (natural sciences)510 Mathematics520 Astronomy530 Physics540 Chemistry550 Geology560 Paleontology570 Biology, anthropology580 Botany590 Zoology600 Useful arts (applied sciences)610 Medicine620 Engineering630 Agriculture640 Home economics650 Communication, business660 Chemical technology670 Manufactures680 Trades690 Building700 Fine arts, amusements710 Landscape gardening720 Architecture730 Sculpture740 Drawing, decoration, design750 Painting760 Engraving770 Photography780 Music790 Amusements800 Literature810 American820 English830 German840 French850 Italian860 Spanish, Portuguese870 Latin880 Greek890 Other literatures900 History910 Geography, description and

travel920 Biography930 Ancient history940 Europe950 Asia960 Africa970 North America980 South America990 Oceania and the polar

regions.

261

Appendix III

THE TANGANYIKA LIBRARY SERVICE

Statistical subject analysis of the books borrowed

African IAsian Europ-can

Not Total

known! loan

Totalon

Shelves

rercentage'on loan

GorkseneralW

114,

I 10 4 1 2 130 994 11.5

Philosophy 95 ' 46 14 2 ,... 157 394 28

Religion 37 26 17 - 80 830 9

SocialSciences 553 126 80 5 764 3,822 16

Languages 258 109 14 It 385 557 41

NaturalSciences 342 222 59 3 626 1,603 28

AppliedSciences

574 288 96 13 971 29450 28

Fine Arts 93 1 132 109 It 338 19861 15......

Literature 46 35 25 1 107 1,751 5

History9GeographyBiography

1

and 193 154 172 6 525 4,865 9

25